PC321 Interpersonal Conflict Resolution

for F1J 2009

Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Susan Gilmore and Patrick Fraleigh. The Friendly Style Profile for People at Work. ISBN 0-938070-14-2 This text needs to be purchased, the assessment completed and scored and brought to the first class.

PC321(CA321)LL Interpersonal Conflict Resolution(LL): Presents various strategies for dealing with conflict in a positive manner. Emphasizes the development and practice of skills of listening, assertiveness, problem solving, conflict management and mediation. 3:0:3

COURSE GOALS: Equip students to deal with conflict in daily life in healthy and productive ways.

Educational Philosophy:The approaches to learning we will use in this course include theory presentations, skill demonstrations, skill practice and critique. The course involves cognitive and behavioral learning. The course deals with the nature and theories of conflicts--what it is, how and why it occurs, conflict models and the role of power. The course includes practice in using conflict resolution skills in various settings. Regular attendance and active participation is essential to learning and personalizing the material.

Learning Outcomes:Core Learning Outcomes

Demonstrate the positive value of conflict.

Examine the types of responses to conflict and understand one's personal responses.

Write analytical papers about conflict resolution concepts and a recent or current interpersonal conflicts. Select a real conflict situation where you either a participant in the conflict or a closely related observer. Thoroughly analyze the conflict, prepare a plan for conflict management, implement the plan, and evaluate the outcome. This analysis needs to be substantive and reflect mastery of the key learning outcomes of the course. Length and format are determined by your instructor, although papers are typically a minimum of 10 pages and use American Psychological Association (APA) style format. Please use the following structure for your core assessment assignment:

PART 1: INTRODUCTION. Demonstrate the positive value of conflict. Students should describe the conflict situation, including the people involved; focus on observable facts; and describe the valuable opportunities offered by the conflict. Preview the rest of the paper.

PART 2: ASSESSMENT. Demonstrate examination of the types of responses to conflict and understand one’s personal responses. Students should demonstrate course content knowledge by applying textbook principles and course learning materials to assess the conflict. Students are encouraged to use research-based theory and peer-reviewed journal articles in their external research for the papers. Students may want to discuss personal and other perspectives on the conflict, goals, power, conflict styles and tactics.

PART 3. PLAN AND IMPLEMENTATION. Demonstrate skill training in the positive resolution of daily interpersonal conflicts. Demonstrate investigation of the concepts of getting to yes and getting past no and the value of win-win outcomes. Demonstrate study of the relationship of communication skills and group process in building positive conflicts. Students should demonstrate course content skills by applying textbook principles and course learning materials to plan for resolution or management of the conflict. Students should discuss problem-solving, conflict resolution, mediation, or other conflict management skills they can employ in the specific situation.

PART 4. EVALUATION OF RESULTS. Demonstrate identification of the communication behaviors that result in more successful outcomes in conflicts. Students should demonstrate course content analysis and evaluation by describing how they implemented new skills, changed previous behaviors, and worked toward resolutions or management of the conflict.

Reading the textbooks is assumed and the attendance policy of the MetroPark Programs-Parkville Campus is followed. Assessment will be based on the following:

COURSE ASSESSMENT

Reading the textbooks is assumed and the attendance policy of the MetroPark Programs-Parkville Campus is followed. Assessment will be based on the following:

1. Full attendance and active participation in class. 8 points will be earned for each class attended. Points deducted for arriving late or leaving early. Requests for excused absence (which earns 4pts.) must be submitted by e-mail no later than the completion of the missed class session.

This paper should include (a) your assessment scores (b) in your own words describe your style in calm and storm, (c) how you observe your style in interactions with others in both calm & storm (give examples), (d) elements in the texts’ description of your style that you DO NOT observe in yourself, and

e) comment on your “storm shift” & make observations about your “excess” in storm. DUE AUGUST 25, 2009.

3. Core Assessment Part Two - Second Paper: The Use of Personal Power

(4-5 pages)

View one of the following films: Green Mile, The Power of One, Shawshank

Redemption or War of the Roses. After a brief introduction to the movie, analyze the use of personal power it’s key characters including (a) evaluate whether the use of power was constructive or destructive and why, (b) name at least 2 “power currencies” which key characters held and describe how they were used, (c) describe the initial “power balance” between the characters, (d) comment on the specific behaviors by characters which result in a CHANGE in the “power balance” as the movie progresses, (e) exhibit a knowledge of at least one key concepts about power from the Wilmot & Hocker text.

Choose a conflict in which you are or have been personally involved. Exhibit

your knowledge of the “TLC Process”: (a) comment on the use of a thought out and intentional approach to engage the other party in addressing the conflict (include an “I” message) (b) identify the needs and interests of each party (c) describe the impact of “paraphrasing” the feeling and content of the other party’s message, (d) show the use of collaboration to establish a plan for resolution.

DUE OCTOBER 6, 2009

***NOTE: All Assessment assignments will have a criteria paper to guide your written content. Do not rely on this syllabus for a comprehensive description of paper expectations.

Grading:

·Full attendance and participation in class. 64 pts

·Core Assessment Assignment 175 pts.

-Part 1: Style Profile Analysis - 50 pts

-Part 2:Use of Personal Power Essay - 50 pts

-Part 3: TLC Personal Reflection -75 pts

· Four Concept Exams - 50 pts. each 200 pts

Quizzes 36 pts

TOTAL 475 pts

EXTRA CREDIT

Up to 15 pts of Extra Credit can be earned by

a)Researching one organization or person (e.g. ACR, VOMA, NAFCM, The Carter Institute, The Joan Kroch Institute, John Paul Lederach, Dorothy Della Noce, Mark Umbreit, Howard Zehr) and writing a 4-5 page essay about their work with interpersonal conflict resolution. At least 3 sources must be sited for 15 pts of credit.

OR

b)Taking the internet quizzes noted at the end of each chapter of the Wilmot and Hocker text. Each quiz can earn you .5 points if you get an A or B grade on the quiz. The total possible points if you take all the quizzes and get an A or B is 12 points.

OR

c)Writing a book review on one of the books on reserve in the University Library.

See the instructors for criteria for a book review.

You can do any combination of the options above. All extra credit turned in will not exceed 15 points.

Extra credit is DUE BY OCTOBER 1, 2009. (Final grades can only be improved by ONE letter grade through extra credit work.)

Late Submission of Course Materials:

Late papers are docked 1% per day they are late.

Classroom Rules of Conduct:

Respect and cooperation are expected for both instructors and students.

Cell phone use (verbal or texting), computer communications, and doing assignments for other classes will result in loss of participation points for class.

Course Topic/Dates/Assignments:

CLASS MEETING AND EXAMINATION SCHEDULE

W/H = Wilmot & Hocker text

R = Rosenberg text

Session

Date

Topics/Assignments

1

AUG 18

Important: You will need to have purchased the Style Profile booklet, completed the assessment found on page 7 or as an insert and bring it with you for this class.

Style Profile

Introduction to Conflict Resolution

Due for Session 2:

1.Completed Application 5.1 in

W/H pg. 132

2.Style Profile Analysis paper

W/H – chapters 1 and 6

2

AUG

25

Style Profile Analysis paper – DUE

Choices in Dealing with Conflict

Communication Blocks

CONCEPT EXAM 1

W/H – chapters 2 & 5

R – chapters 1 & 2

3

SEPT 1

Power

Communication skills

Anger

Moderating Conflicts

W/H – chapter 4

R – 3, 4, 5, 10

W/H – chapter 7

4

SEPT 8

TLC process

“I” messages

Listening

Empathy

Requests

CONCEPT EXAM 2

Due for Session 5:

Personal Power paper

R – chapters 6, 7

5

SEPT 15

Personal Power paper – DUE

Listening con’t

Reframing

Interests, Goals

TLC Process - collaboration

TLC process Skill Practice

R – chapters 7, 8

W/H – chapter 3

6

Thanks-giving

SEPT 22

Compassion for Self

Negotiation

Third Party Intervention

CONCEPT EXAM 3

R – chapter 9

W/H – chapter 8

W/H – chapter 9

7

SEPT 29

Dialogue

Forgiveness and Reconciliation

Restorative Justice

W/H – chapter 10

8

OCT 6

TLC Personal Reflection Paper - DUE

Protective Use of Force

Expressing Appreciation

Preventing Destructive Conflict

CONCEPT EXAM 4

R – chapters 11, 12,13

W/H – chapter 11

Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2008-2009 Undergraduate Catalog Page 87

Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92

The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.

Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.

In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".

A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.

Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.

Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Rubric

Competency

Exceeds Expectation (3)

Meets Expectation (2)

Does Not Meet Expectation (1)

No Evidence (0)

Synthesis Outcomes1

Synthesize information from a variety of sources to demonstrate the positive value of conflict. Use research-based theory and peer-reviewed journal articles to identify seven or more external sources for the papers.

Demonstrate the positive value of conflict using text and five or six sources.

Fail to make demonstrate the positive value of conflict. Use opinion-based instead of research-based information.

No evidence of synthesizing course information with outside information.

Analysis Outcomes6

Demonstrate course content analysis and evaluation by describing how they implemented new skills.
Analyze conflict behaviors.
Describe how implemented new skills, changed previous behaviors, and worked toward resolutions or management of the conflict

Demonstrate identification of the communication behaviors that result in more successful outcomes in conflicts.

Fail to analyze communication behaviors appropriately.

No attempt to analyze communication behaviors.

Evaluation Outcomes3

Insightful evaluation of work toward resolutions or management of the conflict using more than five examples.

Evaluate progress in conflict management using three or four examples.

Fail to analyze personal progress appropriately.

Failed to demonstrate personal progress.

Terminology Outcomes5

Discuss personal and other perspectives on the conflict, goals, power, conflict styles and tactics.

Demonstrate study of the relationship of communication skills and group process in building positive conflicts.

Use some terminology inappropriately.

Fail to use course terminology.

Concepts Outcomes2

Demonstrate course content knowledge by applying textbooks principles and course learning materials to assess the conflict and plan for resolution or management of the conflict.

Demonstrate examination of the types of responses to conflict and understand one's personal responses.

Fail to describe all concepts appropriately.

No attempt to use course concepts appropriately.

Application Outcomes4

Use research-based theory and peer-reviewed journal articles as well as more than five examples to support the application of negotiation theory and practice.
Demonstrates personal knowledge of and skill in managing personal communication style. Provides at least five examples to demonstrate skill in applying conflict resolution strategies in a variety of settings.

Demonstrate investigation of the concepts of nonviolent communication with four or five examples.

Use opinion-based instead of research-based information or fewer than four examples.